Indigenous residential schools in Canada are a dark history, a dissonant heritage that many have wanted to forget. In 2015, the Truth and Reconciliation Commission (TRC) provided 94 Calls to Action to reconcile Canadians and Indigenous peoples, urging everyone to collectively address and repair residential school trauma. Tourism can be a way to actively embody negotiated memories, often as counter-narratives, offering agency for those most affected. It can help unravel the complexities of these turbulent experiences offering hope through a transformative learning process. In this paper, we ask the question of whether former Indigenous residential schools in Canada as dissonant heritage sites can contribute to reconciliation through Indigenous storytelling and the relearning of Indigenous and colonial history. It is an interpretive and phenomenological study making sense of individuals’ subjective lived experiences, gaining meaningful insights into the significance of residential school dissonant heritage. A conceptual framework and exploratory research are presented.